Social+Identity+and+Power+-+Work+Samples

Kerry Storace November 2, 2014 Module 2 Language and Prejudice – Apply and Write  Language and prejudice, unfortunately, seem to intercept quite frequently. Upon first meeting someone, the majority of your opinions are based on how they look and sound. Someone with a dialect you are unfamiliar with may seem uneducated despite the fact that most linguists believe that dialect is not an accurate measure of intelligence. In fact, it bears almost no relevance towards intelligence, but perception is still a large part of language.  Perhaps intelligence is not measured by dialect or accents but, in the professional or academic world, only a certain type of language is permitted or accepted. This is referred to as Standard English. Teachers, particularly ELA teachers, are responsible for teaching this so-called Standard English to their students so that the students may be successful in school and beyond. One of the difficulties many teachers face is what is called “text speech” or the slang commonly used in text messages. Although this type of language is appropriate for texts or even emails, it cannot be used in an academic setting. Many teachers find that students use these abbreviations or slang terms in their academic papers, particularly in the rough draft stage. Although the final product may not contain these abbreviations, this causes problems for standardized testing. The student is only allowed one draft and there is usually a time constraint.  Although there is nothing wrong with using language other than Standard English, there are certain times where it is not appropriate. Regardless of the facts, perception is a large part of language and speech. As people are likely to stereotype southerners as uneducated, a southern drawl or accent could affect your chances of being hired for a job. Speaking in Ebonics may enhance the perception your friends have of you, but not your teachers. Balancing different situations and languages is a skill that is developed over time and with the help of education.

Kerry Storace Language in Life Post

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This article discusses Native American languages being used for Catholic Services. The article gives examples of hymns and prayer services that have been translated into various Native American languages. The article goes on to say that Native Americans should become "warriors for language". In other words, being that language is a large part of identity and history, we must struggle to preserve it.

This article is interesting because it reminds me of Joyce, Yeats, and some other Irish writers who tried at one time to revive Gaelic. Gaelic is a beautiful language but it was destroyed when England colonized Ireland. These writers were not successful - Gaelic writing was an extremely short lived trend. When England came to the United States, most Native American languages were destroyed or are at least out of use. Language is so important to identity that these people have actually incorporated it into their religion; however, I am not sure how long this can last. In the entire congregation, only 3 members actually fluently speak a Native American Language. Being that there are over 300 NA languages, it seems that the destruction of at least some languages is now permanent. This is unfortunate because the younger generations will be missing so much of their heritage.

Language Myth #17 []

This article discusses the many different dialects represented throughout the United States. The majority of the article is a response to what Michigan considers “correct” speech. Specifically, New York and the South are mentioned multiple times as being perceived as the least “correct” regions in terms of dialect and language. Much of the article also discusses perceptions and the issues that arise from certain prejudices regarding language.

Kerry Storace December 2014 CTGE 5531 Module 3 Activity: Revised/Expanded

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">Preparation: Create a chart for students with a list of English words with a blank spot next to them. <span style="font-family: 'Times New Roman',serif; font-size: 16px; text-decoration: none;">1.) <span style="font-family: 'Times New Roman',serif; font-size: 16px;">10 minutes: Explain to the students that it is their job to translate the terms. Explain to students that this activity is meant to demonstrate the differences in language in different countries (this activity is particularly fun and informative when the participants come from different countries). <span style="font-family: 'Times New Roman',serif; font-size: 16px; text-decoration: none;">2.) <span style="font-family: 'Times New Roman',serif; font-size: 16px;">10 Minutes: Use words that are common in England or Australia but are not generally used in the United States. For example, Jumper means sweater or fag means cigarette. Have students fill out as much as they can on their own. <span style="font-family: 'Times New Roman',serif; font-size: 16px; text-decoration: none;">3.) <span style="font-family: 'Times New Roman',serif; font-size: 16px;">5 Minutes: Once they have completed the chart to the best of their ability, have them partner up and see if there are additional words their partner knows that they do not. <span style="font-family: 'Times New Roman',serif; font-size: 16px; text-decoration: none;">4.) <span style="font-family: 'Times New Roman',serif; font-size: 16px;">10 Minutes: After this, open up the project to a class discussion that culminates in creating a chart that can be hung in the classroom with all of the different terms. See if the students can think of any words not represented in the chart.

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">Chart Example:


 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">America || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">UK || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Australia (If different) ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Chips || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Crisps || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Chips ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Fries || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Chips || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Chips ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Attractive || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Fit ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Sweater || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Jumper ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Tank Top ||  || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Singlet ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Ciggarette || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Fag ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Apartment || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Flat ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Sausage || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Banger ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Bangs || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Fringe ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Bath Room || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Toilet ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Cookie || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Biscuit ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Trunk || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Boot ||  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Blanket || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Duvet ||  ||

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">The above words are only an example –there are many more.

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">Kerry Storace <span style="font-family: 'Times New Roman',serif; font-size: 16px;">October 12, 2014 <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Foundations of Adolescent Literacy and the English Language <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Point of Tension – Final Draft

<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Last year I travelled through Southeast Asia where I spent a portion of my time volunteering with the hill tribes on the border of Thailand and Myanmar. This was not my first experience traveling or backpacking to another country. When traveling to another country the language barrier can be challenging. Cultural differences are also difficult to adjust to; however, that is all part of the experience. Actually, I considered myself a fairly seasoned traveler and counted myself lucky to speak English as it is so common even in countries where it is not the primary language. I would not say that I disagree with those statements now, but my time in Thailand did cause me to re-evaluate what speaking English as a second language really means to people from a developing country. <span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Working with the hill tribes was an eye-opening experience. Not only do they not speak English, they also do not speak Thai. Many of them are refugees from Myanmar and each tribe has their own language. For these people, learning English is not nearly as valuable as speaking the language of the country they are in. Unfortunately, it is extremely difficult for them to receive instructions or lessons in the places they are located. Certain volunteers that work there year round know bits and pieces of the hill tribe language and they are able to communicate effectively enough that I and my colleagues were able to volunteer there; however, their financial and living situations are heavily affected by their lack of education, particularly regarding language.

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">To reach the tribe I volunteered with, we were driven an hour out of the city and that was followed by a thirty minute uphill walk. In the village where I arrived, various chickens, cows, dogs, and pigs were milling around. I know there were roosters as they would usually wake me up in the morning. The volunteers, as well as the villagers, had to take what is called a bucket shower. Essentially, you stand in a little straw shower stall with a big bucket of water. You then take a smaller bucket and scoop the water up to pour over your head. There was also the option of bathing in the waterfall at the bottom of the hill; however, the thirty minute walk back usually got you sweaty again. Every day breakfast, lunch, and dinner consisted of pieces of pork, some spinachy vegetable, and rice. Needless to say this is not my ideal breakfast but to refuse the food they offer is insulting and, as they do not speak English, they do not understand “just a little bit” I enjoyed living this way because I felt like I was roughing it and really getting an authentic experience but it is still amazing to me that people live this way all year round. <span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Of course the hill tribes are only one section of the country. In places like Bangkok or Koh Samui, regions heavily occupied by tourists and backpackers, I assumed English would be fairly common. Having already traveled to Spain at that point I was very surprised by the lack of English speakers in Southeast Asia. Spain was my first experience in a non-English speaking country but in Spain most people at least spoke broken English. To be honest, I was surprised by how little Spanish I knew while I was there. Language barriers had challenged me in the past but not to the extent of Thailand or Laos. The language is so different and so few people speak or even understand English. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">One of the first things I noticed in Thailand was that the waiters did not speak English. You generally needed to point to the menu and any additional communication was impossible. I one time asked for a particular drink that they had run out of. I was met with a blank face and the waiter simply left the table. A few moments later I was still baffled when the waiter returned with her manager who resumed taking my order (I chose another beverage). This is how I learned that almost every restaurant has one person who speaks English on the staff, however, the vast majority of them only speak the Thai language (or Laotian when I was in Laos – the same rules apply). This problem arose multiple times while I was traveling. I remember one experience where it took about twenty minutes to explain to a store clerk that I was looking for a razor – there was a lot of miming involved but we got there eventually. Many business establishments have no one who speaks English. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Those experiences demonstrate my personal difficulty in my day to day life but my volunteer position was different. In addition to working with the hill tribes, I also taught ESL to school children. As an educator and a volunteer, I felt a responsibility to my students to provide them with a positive learning experience but this was not so easy. The first time I taught – first time in Thailand and first time ever – I was with a group of middle school students. Although I was nervous I had a co-teacher as well as an interpreter if necessary. Even so, in an ESL class, the students are expected to only speak in English. While introducing myself and the lesson I felt pretty good about the class. It was when I went to work with students individually that I realized how challenging this subject could be. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">I first went to help a girl with her work sheet. As soon as I leaned over her desk, she pointed to my top. To my embarrassment, I realized she was uncomfortable by how low cut it was. I want to be very clear here – it was not in any way an inappropriate or cleavage revealing shirt. In fact, I often wore it to my professional office job where I had been working prior to my travels. It was a basic striped t-shirt that was form fitting though not tight. It had a scoop neck, but it is not as if I were wearing a push-up bra. In Thailand, however, it is not even appropriate for women to reveal their knees or shoulders, particularly in a professional environment. Despite my red face, I buttoned up my sweater and resumed my job. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Now that we had gotten past the cultural barrier, we moved onto language. The worksheet was a fill-in-the-blank and the first sentence required the student to write where she lived. Answers such as Thailand, Asia, Chiang Rai, even an exact address would have sufficed. I spent a good amount of time trying to explain what the question was asking. Finally I saw understanding dawn on her face and she leaned over to fill in the blank. Feeling quite satisfied I checked her answer –she had written “town”. Clearly I had managed to communicate the concept of her assignment but she had not understood the specific question <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Of course this was the first of many experiences. All students and classes were different and the co-teacher, who was also a volunteer, varied from job to job. There was one volunteer from Spain who did not actually speak English very well herself. Unfortunately, there is little or no screening process for most volunteer teachers in other countries. This is one of the reasons I felt it was particularly important for me to truly help my students a grasp of the English language. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Despite the language barrier, I very much enjoyed my time there. I genuinely find it sad that, instead of all cultures focusing on learning as many languages as possible, we simply ask everyone to learn English. In many ways it does not make sense as it is one of the hardest languages to learn. In the Thai language there is no such thing as past, future, or present tense so it is especially hard for them. After spending times with the hill tribes as well as traveling through cities and islands I recognized my own ignorance. It seems that many foreign languages have very different grammatical systems than English. This is something that I have seen discussed in many of my readings and will most likely be put into practice as many schools have students who learned English as a second language. In some cases, they are still learning. The school where I am currently teaching has a student who just transferred in from France. The student is well above grade level in reading and math but writing in English is still a struggle for him. Luckily, we have a teacher on staff who also speaks French – this is not always the case, particularly if one is coming from a country like Thailand (I do not think I have ever seen that language offered in a regular school curriculum). To go to another country and expect that culture to accommodate you is not a responsible or fruitful way of traveling. I never became fluent in Thai but I did learn phrases and, through learning, also discovered more about their culture beyond language.